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Effects of teaching and learning styles on students’ reflection levels for ubiquitous learning
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Computers & Education Volume 57, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Ubiquitous learning (u-learning), in conjunction with supports from the digital world, is recognized as an effective approach for situating students in real-world learning environments. Earlier studies concerning u-learning have mainly focused on investigating the learning attitudes and learning achievements of students, while the causations such as learning style and teaching style were usually ignored. This study aims to investigate the effects of teaching styles and learning styles on reflection levels of students within the context of u-learning. In particular, we investigated the teaching styles at the dimensions of brainstorming and instruction and recall and the learning styles at the dimensions of active and reflective learning. The experiment was conducted with 39 fifth grader students at an elementary school in southern Taiwan. A u-learning environment was established at a butterfly ecology garden to conduct experiments for natural science courses. The experimental results of one-way ANCOVA show that those students who received a matching teaching–learning style presented a significant improvement in their reflection level. That is, matching the learning styles of students with the appropriate teaching styles can significantly improve students’ reflection levels in a u-learning environment.

Citation

Hsieh, S.W., Jang, Y.R., Hwang, G.J. & Chen, N.S. (2011). Effects of teaching and learning styles on students’ reflection levels for ubiquitous learning. Computers & Education, 57(1), 1194-1201. Elsevier Ltd. Retrieved August 22, 2019 from .

This record was imported from Computers & Education on December 3, 2015. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://eric.ed.gov/?id=EJ918751

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